“讀”得恰到好處，“寫”得水到渠成

任憲華

中圖分類號：G632.0文獻標識碼：A文章編號：1992-7711（2020）10-0151

一、教學設計整體說明

閱讀與寫作是語言學習中兩項非常重要的技能，以讀促寫可有效解決學生寫作中表達貧乏問題，實現(xiàn)學習者從語言輸入到語言輸出這一質(zhì)的轉變的教學法。本課依據(jù)必修三Uint 2 Healthy Eating的Reading-- Come and Eat Here設計了一堂讀寫結合課，請學生在閱讀、理解文本內(nèi)容之后，結合王鵬和詠慧不同經(jīng)營理念，不同菜肴以及顧客的不同反應，設計了兩句首句開頭，Paragraph 1： A week later，Wang Pengs restaurant was full of people. Paragraph 2： After hearing what Wang Peng said，Yong Hui calmed down gradually.讓學生根據(jù)段首句和給定的十個單詞，續(xù)寫文章結尾。通過教師提問引導，學生預測詠慧來到王鵬的餐館興師問罪，至此兩人矛盾激化，故事發(fā)展到了高潮階段；王鵬沉著冷靜，向詠慧解釋事情的原委，贏得了詠慧的諒解，兩人決定合作，為顧客提供平衡飲食，取得了成功。將其發(fā)展成一篇與給定材料有邏輯銜接、情節(jié)和結構完整的短文，幫助學生把從閱讀理解中獲取的詞匯、語法信息運用于續(xù)寫中，并加入高級句型，提高學生遣詞造句的能力。通過閱讀豐富學生的飲食文化，教會他們?nèi)绾胃纳骑嬍沉晳T；在現(xiàn)實生活中碰到麻煩時，如何正確處理矛盾、解決問題。

二、教學背景分析

1.教學內(nèi)容

Reading部分主要講述Wang Peng和Yong Hui開飯店的不同風格，經(jīng)營的菜肴以及顧客對不同食品的不同反響，反映了現(xiàn)代人對飲食的關注。文章最后一句話The competition between the two restaurants was on！給讀者留下懸念，引起學生極大興趣，使學生有續(xù)寫的欲望。

2.學生情況

學生已經(jīng)逐步適應了在活動與任務中學習英語以及如何處理語言知識與活動開展的關系。并且，他們也已經(jīng)培養(yǎng)了一定的小組合作學習及自主學習的能力。在平時的教學過程中，學生已經(jīng)初步具備了續(xù)寫段落的能力。

三、教學目標

lKnowledge Aims：

1. Students will be able to know three different kinds of food and what is a balanced diet..

2. Students will be able to understand the texts content and learn about healthy eating.

lAbility Aims：

1. Students will be able to find out the change of Wang Pengs feeling according to the related actions and mental activity.

2. Students will be able to infer the development of the story with the help of 10 key words and two given sentences as well as the theme.

3. Students will be able to improve their abilities of using language，especially reading and writing abilities.

lEmotion Aims：

Students will be able to learn about healthy eating and how to cooperate with others.

四、教學重點

1.引導學生疏通、理解文章并獲取相應信息，為寫作做好準備。

2.引導學生對續(xù)寫情節(jié)的構思，從內(nèi)容和語言上為續(xù)寫做好準備。

五、教學難點

引導學生把閱讀材料中的知識以及高級句型充分運用到寫作任務中，進行有效的輸出。

六、教學步驟Step1： Lead-in

lFree talk： Show two pictures of the result of unbalanced diet，three different kinds of food：energy-giving food，body-building food，protective food and what is a balanced diet.

設計意圖：課堂伊始，教師展示兩張體型特征特別明顯的人物照片，the fattest和the thinnest woman，吸引學生注意力，提出問題，How do they become like this？引發(fā)學生思考，引出健康飲食的話題We are what we eat.然后通過向?qū)W生展示各類食物的分類法，探討各種食物對人體的作用，引出平衡飲食的概念，并滲透句型Not only can it keep us healthy，but also it can make us stay in a good shape，為之后的寫作做好內(nèi)容與語言的鋪墊。

Step2： Fast Reading

1. Who are Wang Peng and Yong Hui？

2. Does Wangpengs restaurant serve a balanced diet？ Does Yonghuis restaurant serve a balanced diet？

3. Find out the information of the two restaurants.

設計意圖：學生通過閱讀找出文章人物、基本事件、兩個餐館的優(yōu)劣勢、價格比較，使學生掌握課文大意，為下文續(xù)寫從內(nèi)容上做好鋪墊。

Step3： Read for details

Task1 Read the text carefully and try to find the adjectives to describe WPs feelings as well as the reasons why.

設計意圖：細讀文章，抓住表示王鵬情緒變化的形容詞，frustrated，curious，amazed，surprised，hopeful，找出王鵬情緒變化的原因，理清故事發(fā)展脈絡，通過完成表格，使學生更好地理解課文的內(nèi)容，并為續(xù)寫內(nèi)容中人物情緒變化作鋪墊。

Task2 Ss read the passage carefully and find out the change of WPs feelings according to her actions.

設計意圖：通過細讀，找出文中情緒和對應動作的描寫，讓學生對文章情節(jié)發(fā)展有更深入的理解和思考，同時，也了解到情緒和動作描寫是記敘文寫作中的骨架，使文章有血有肉的核心。

Task 3 Using advanced sentence patterns to describe the plots and feelings

1. Seeing the empty restaurant，Wang Peng was so frustrated that he sat there without saying a word. （非謂語動詞作狀語）

2. Following Li Chang into a small new restaurant，he saw a sign at the door，which made him curious.（非謂語動詞作狀語，定語從句）

3. Curiosity drove Wang Peng inside. The moment he saw the menu，he was amazed and couldnt believe his eyes. （The moment結構）

4. So curious was he that he went to the library where he could do some research. （so...that倒裝結構）

5. What surprised him most was his restaurant served far too much fat while Yong Huis far too little.（what引導名詞性從句）

6. Hopeful and delighted，he came up with an idea that he could win his customers back.（形容詞作狀語）

設計意圖：根據(jù)事情發(fā)展順序，結合情緒變化，利用高級句型，把動作和情緒有效結合。

Tip1： Feelings and actions are the bones of your story！

Tip2： Advanced sentence patterns can make your story more outstanding！

Step4： Read for writing

1. Ss infer the development of the story according to the 10 key words and 2 given sentences，as well as the theme of the story.

Paragraph 1：

A week later，Wang Pengs restaurant was full of people.

Paragraph 2：

After hearing what Wang Peng said，Yong Hui calmed down gradually.

Ten key words

Wang Peng，Yong Hui，customers，restaurant，menu，re？ search，hurry，follow，fit，amazed

Theme： healthy eating

2. Ss think about the feelings and actions of Wang Peng and Yong Hui. Answer some questions according to the given sentence.

A week later，Wang Pengs restaurant was full of people.

Q1： How about Hong Huis restaurant？ Would she go to Wang Pengs restaurant？

Q2：How did Yong Hui feel when she came to Wangs restaurant？ Why？ What would she do？

Q3：What was Wang Pengs response and advice？

（organize the points by using advanced sentence patterns）

3. Draft

4. Polish

Tip3： Key words and given sentences as well as theme can help you infer the development of the story.

設計意圖：學生根據(jù)給定的兩句首句，十個關鍵詞和主題，依據(jù)上文情節(jié)發(fā)展，預測下文內(nèi)容，展開續(xù)寫。

七、教學評價設計

評價方式：教師批改為主，結合學生自評和同伴互評等評價方式提高學生寫作能力。

1.學生自我評價：

非常贊同=5，贊同=4，一般=3，不贊同=2，非常不贊同=1

2.教師評價：

八、教學反思

經(jīng)過筆者的教學實踐，本堂課效果顯著。

1.有助于提高教師的教學能力和思考。無論是讀前導入，文本解讀還是讀后續(xù)寫環(huán)節(jié)，都對教師的教學能力和思考提出了更高的要求。要求教師不僅要能夠利用多媒體信息技術，充分整合各種教學資源，而且還要善于運用學生、教師和網(wǎng)絡資源，使其轉換成為豐富多彩的教學手段，激發(fā)了學生的學習興趣。

2.有助于提高學生的課堂體驗與參與度。文本解讀環(huán)節(jié)將教學的重點轉移到文本的深層次閱讀上，使學生抓住人物情感動作心理活動的主線，與作品對話，與作者對話，用自己的心靈去感受，真正走進作品的人物角色中。

3.有助于提高學生的聽說讀寫技能。讀后續(xù)寫環(huán)節(jié)是信息的再整合。讀后續(xù)寫，就是閱讀完一篇還未寫完的文章之后，根據(jù)要求和提示把這篇文章未寫完部分補充完整，使之渾然一體。

（作者單位：浙江省杭州市蕭山區(qū)第二高級中學311200）